Inclusion Resources for High-Functioning students on the Autism Spectrum

Maize Professional Development Day

January 17, 2011Presenter: Beth Donahue

K/1 IR Teacher ~ Maize Elementarybdonahue@usd266.com

PreviewAccommodations/ModificationsVisual SupportsSocial Skills: Issues, Strategies, ResourcesBehavior: Issues, Strategies, ResourcesCommunication: Issues, Strategies, ResourcesSensory NeedsGeneral ResourcesQ & ALunch

What is Autism?

Each child with Autism is unique. To be diagnosed with autism, a person must demonstrate either delayed or

atypical behaviors in the following categories: Social Interaction Communication

Behavior

Source: American Psychiatric Association. (2000). Pervasive developmental disorders. In Diagnostic and statistical manual of mental disorders (Fourth edition---text revision (DSM-IV-

TR). Washington, DC: American Psychiatric Association, 69-70

What is High Functioning Autism? Average or above average IQ Deficits in thought processing Social perception Social communication Limited Flexibility of Thoughts and

Interests Motor and Sensory Deficits

Social Skills and Students with Autism Students with autism are not able to learn

social skills by watching others.

You will need to provide explicit instruction.

PRIORITIZE. You will not be able to “fix” everything all at once. (E.g., Hitting and yelling are both inappropriate. Address the hitting first. Then address the yelling.)

Social Skills: Strategies• Scripting

• Social Stories• Social Autopsies

• Video Review• Role Playing

• People Pages• Power Cards

• Comic Book Conversations

Social Skills: Resources The Gray Center for Social Learning and Understanding

www.thegraycenter.org

The Hidden CurriculumThings we think they should “just know.”http://www.education.com/reference/article/hidden-curriculum-school-asperger/

Social Skills Training: For Children & Adolescents with Asperger Syndrome & Social Communication Problems70 lesson plans and activities for social skills training.Order from the IMC at the Coop

Behavioral Challenges Students with autism have behavior issues for different reasons than their

peers.

Students with autism spectrum disorders and others who experience moderate to severe communication disorders frequently have behavior difficulties because they don’t understand their world very well and they are not effective in getting their wants and needs met.

When a student uses a behavior that works to accomplish his goal, he will use that behavior over again. If we want the behavior to change we might have to:

Change how we communicate Alter how we respond Modify the environment Provide explicit instruction (give them the words)

Behavior: StrategiesAsk parents for reward ideas!

First…ThenFirst: math; then: computer

Visual Schedule

Priming

“I am working for…”

Social Stories

Behavior Mapping

Behavior: Resources Red and Green Choices

◦ www.redandgreenchoices.com

The Incredible 5-Point Scale◦ www.5pointscale.com

Supporting Appropriate Behavior in Students with Asperger Syndrome http://www.education.com/reference/article/Ref_Approp_Behav/

KU Special Connections http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/index.php(not specifically for autism/aspergers…but the strategies are still appropriate)

•Behavior Advisor http://www.behavioradvisor.com/As of late, Dr. Mac has made it slightly more difficult to get to the good stuff on his site. But trust me, it’s worth it. Click on the “intervention strategies” link and sign up for the b-list. Like the KU site, this is not specifically for autism/aspergers but I’ve used a lot of the ideas with ASD kids.

Antecedent(what happened, who was present, where, when)

Behavior(operationally define target behavior)

Consequence(what did you do, what did peers/ others do)

Function(what was the communicative intent?)

•Something taken away•Transition•Requested to do something•Invasion of personal space•Environment change•Routine change•Etc…

•Hitting•Self-injury•Self-stim•Verbal•Tantrum•Throwing•Flopping•Screaming•Walking away•Running away

•Redirected•Natural consequences•Ignored•Showed picture/rule card•Time-out

•Escape/avoidance?•Attention?•Sensory?•Multiple?

Analyzing BehaviorCompleting a Functional Behavior Assessment involves a lot of data collection and hypothesizing. But even just an informal assessment can give you some insight into the needs of a student.

Communication: About

Communication is more than just speech: It is a complex process that requires the interconnection of many different skills. Even if students appear to be developing communication skills, it is important to remember that their communication systems may not work efficiently or effectively. Stokes, Susan and Prizant, Barry “Unconventional Communication “Echolalia””

31 July 2009 <http://www.austinschools.org/lifeskills/Student%20Communication.pdf>

Communication: Strategies Modifications/Accommodations Practice asking for help. / Verbal rehearsals. Allow additional time for processing!!! Be literal; be aware of difficulties that can arise when the same word

can mean different things ( Provide multiple means for expressing knowledge

(kidspiration/inspiration, oral response, power point, 3D model, etc…) Appoint an “Advance Agent”. (Classroom teacher or para.) “I’m going

to ask you question #4.” Graphic Organizers Word Banks Simplify verbal messages given to the student

Christi Kasa-Hendrickson, Ph.D. University of Colorado at Colorado Springs; http://www.taalliance.org/conferences/2009/materials/autism-inclusionnovideo.ppt#256,1,Successful Inclusion for Students with Autism

Communication: ResourcesA powerpoint with an amazing amount of information about using visual supports. (At school and at home.)www.cenmi.org/Portals/4/Documents/Tutorials/VisualSupports.pps

Website: “Use Visual Strategies”Has printable cards for emotions and behaviors. You don’t have to sign up or anything. Just click print. http://www.usevisualstrategies.com/VisualStrategiesInformation.aspx

Sensory Needs: AboutHypersensitivity to specific noises is quite

common. Irritation, distraction to environmental

noises (lawn being mowed, airplane passing overhead, buzz from electronic equipment.)

Sensory Needs: Strategies and ResourcesTry to cut down on noise.

Tennis balls or rubber tips on chairs

Explain out-of-the-ordinary noises (what’s happening, how long it will last, give suggestions for appropriate ways to react)

Gradually expose student to stimuli that is unavoidable.(e.g. lunchroom: arrange for alternate location to eat lunch. Let the student eat in a quiet place and then go to the lunchroom for the last 5 minutes. Once the student understands the noise and learns how to deal with it, have the student eat almost all of the lunch and then finish in the lunchroom…gradually increase time over weeks/months until the student is able to stay for the entire lunch period.)

Provide student with headphones/earphones to wear during activities which are especially loud.

Visual Supports: Why?

Visual Supports: Ideas and Resources

Picture scheduleFirst-Then BoardCue cards

Miscellaneous Tips/StrategiesDon’t rearrange the room or schedule

without being prepared to support the ASD student with advanced notice! ◦Where will their new seat be? ◦Who will sit by them?◦How long will it stay that way?

Prepare for fire/tornado drills: cue cards.

Use ONE 3-ring binder per student to create a notebook system. Keep supplies in the notebook to help with organization:◦ Hole punch◦ Copy of Schedule(s)◦ Pencil pouch (put a supply list in the pencil pouch. e.g. “2

sharpened pencils, 1 red pen, 1 blue pen, 1 yellow highlighter” picture list if necessary!)

◦ To Do List ◦ Create a section for each class

One day every week (or more) have the student sit down with the teacher or para and sort through the notebook. (This part is critical to the success of this system!)

Use this instead of 7 or 8 different folders/binders.

One Notebook System

TransitionsBus unloading/loadingBathroom breaksPassing periodsLunchRelated Services

Supports:Advanced Warning

Expectations: explicit instruction in expected behavior